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Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities
ISBN-13: 9783031190032 / Angielski / Twarda / 2023 / 375 str.
Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities
ISBN-13: 9783031190032 / Angielski / Twarda / 2023 / 375 str.
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This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice.
This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice.
Table of Contents
Chapter 1 Introducing a Research Agenda 13
1. Introduction 13
1.1. The Paradox between Assessment and Inclusive Education 14
2. Approaching the Concepts of Assessment and Inclusive Education 16
3. Assessment and Inclusive Education: A Multi-layered Dilemma 19
3.1. The Layer of Society and the Production of Citizens 20
3.2. The Layer of Competing Purposes of Education 23
4. Selecting and Introducing the Case Countries 27
4.1. Argentina 28
4.2. China 29
4.3. Denmark 29
4.4. England 30
4.5. Israel 31
5. Chapter Introduction 32
References 36
Chapter 2 Researching Educational Assessment and Inclusive Education 44
1. Introduction 44
2. Engaging with the Research Fields of Assessment and Inclusive Education 45
2.1. Research Encampments and Paradigms 48
3. Research Design and Methodological Considerations 50
3.1. Theoretical Underpinnings: Approaching and Investigating Context 51
3.2. Theoretical Underpinnings: The Comparative Dimension 53
3.3. Research Design and Methodology 55
3.4. Identification and Selection of Empirical Sources 55
3.5. Data Analysis 56
3.6. Unexpected Change to Online Research Due to the COVID-19 Pandemic 57
3.7. Challenges of engaging with interviewees 58
References 59
Chapter 3 Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice 63
1. Introduction 63
1.1. The Global Assessment Agenda: Historical Developments and Purposes 64
1.2. The Global Inclusion Agenda: Historical Developments and Purposes 66
2. Assessment and Inclusion Policies in the Five Case Countries 68
3. Intersections of Assessment and Inclusion in Policy and Practice in the Case Contexts 77
4. Concluding discussion: comparative musings 87
References 89
Chapter 4 Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion 99
1. Introduction 99
2. The Governance of Schooling as a Complex Organisation for Assessment and Inclusion 100
2.1 Schooling as a Bureaucracy and the Challenges for Inclusion in Machine and Professional Bureaucracy 101
2.2 Schooling as a System or Community: Cooperation and Trust as Guiding Principles 103
2.3 Schooling as a Small Business in the Market and Managerialism 105
3. The National Organisational Structure of Assessment and Inclusion across the Case Countries 106
4. The Management Mechanisms of Assessment and Inclusion in Schools: Standardisation and/or Cooperation 112
5. Concluding discussion 118
References 119
Chapter 5 Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion 124
1. Introduction 124
2. Semantic Shifts in and between Professional Accountability for Student and School Performance 125
3. Simulacra and the Hyperrealities of Accountability 127
4. Painting by Numbers: How Schools and Systems Are Created through Hyperreal Images of Success 128
4.1. England 129
4.2. Denmark 138
4.3. Israel 143
4.4 China 146
4.5. Argentina 149
5. Concluding Discussion 150
References 152
Chapter 6 Leading Inclusive Schools: From the Effectiveness of the Individual to L’affect of Collectivities 157
1. Introduction 157
2. Between the School and the System: Shifts in the Boundaries of Successful Leadership 159
3. From Effect to Affect: The Making of Agency through Collective Encounters 160
4. Becoming Leaders: Exploring the Latitude of School Leadership in the Wider Governance Context 161
4.1 Leading Assessment and Inclusion: Processes of Segmentary or Rupture? 167
5. Concluding Discussion 179
References 181
Chapter 7 Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities 189
1. Introduction 189
2. Teachers’ work at the sharp end of global policy agendas 190
3. Assessment and Inclusion as Educational Governmentalities 192
4. Teachers’ nomadic subjectivities 193
5. Teachers’ multiple becomings between the dilemmas of assessment and inclusion 194
5.1 First Dilemma: The Inclusion Mandate and Teachers’ Pedagogical Possibilities 194
5.2 Second Dilemma: The Assessment Mandate and Teachers as Data Producers 198
5.3 Third Dilemma: Teaching between the Growing Governmentalities of Inclusion and Assessment 201
References 205
6. Concluding discussion 205
Chapter 8 Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion? 209
1. Introduction 209
2. Othering and Belonging through Assessment and Inclusion 211
2.1 When are Students Included in and Excluded from Assessment? 214
2.2 When does Assessment Offer the Possibility for Inclusion? 220
2.3 How is Assessment Related to Current and Future Exclusions? 222
3. Concluding discussion 226
References 227
Chapter 9 Conclusions: Unpacking the Assemblages of Assessment and Inclusion 230
1. Introduction 230
2. Post-Analysis Reflections on Methodological Approach 231
2.1 The applicability of our research questions and the concept of assemblage 232
3. Recontextualising inclusive education and assessment in the case contexts 2353.1 The Argentinean Case Assemblages 235
3.2 The Chinese Case Assemblages 236
3.3. The Danish Case Assemblages 239
3.4 The English Case Assemblages 241
3.5 The Israeli Case Assemblages 243
4. Concluding discussion 245
4.1 Familiarities, analogies, and resemblances 246
References 248
Chapter 10 Research Contributions: Transversal Connections in an Interdisciplinary Field and Some Forward-Looking Points of Attention 250
1 Introduction 250
1.1 Connecting with the Research Field of Assessment, Testing, and Accountability 251
1.2 Connecting with the Research Field of Inclusive Education 253
1.3 Connecting with Sociology of Education 254
1.4 Connecting with Education Policy Studies 256
1.5 Connecting with History of Education 258
1.6 Connecting with the Biosocial Sciences 258
1.7 Connecting with Philosophy of Education 258
2. Assessment and Inclusive Education in the 21st Century 260
2.1 Bureaucracy and governance 262
References 265
Christian Ydesen is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD’s Historical Rise in Education (2019).
This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice.
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